It's not often you get consensus in any walk of education policy.

But the ground swell of support for the Welsh Government’s review of qualifications bodes well for the future.

Huw Evans’ report into how schools and colleges test our children was published amid almost universal praise from teaching unions and opposition parties.

In a major divergence from educational policy in England, the review board recommended retaining both A-levels and GCSEs despite Westminster’s concerns over a tainted exam brand.

It also proposed the creation of a Scottish-style single body to regulate, accredit and award exams in Wales, which could see the absorption of Welsh exam board WJEC into its future structure.

Some of its 42 recommendations were more radical than others – but rest assured, all were well-informed. And therein lies its biggest strength.

The review sought contributions from a broad and varied cross-section of education in Wales. Schools, colleges and universities participated in the debate and every facet of learning was represented.

For that alone, the Welsh Government must be warmly congratulated. Teachers and lecturers don’t like it when mind-boggling initiatives are imposed upon them without fear or favour.

The review of qualifications in Wales was nothing if not thorough and the inclusive approach taken in Cardiff Bay is in stark contrast to that employed by our near-neighbours.

In England, Westminster Education Secretary Michael Gove has taken a much more parochial view of qualifications delivery.

A new English Baccalaureate Certificate (EBacc) will replace GCSEs and is designed to reduce reliance on coursework and bring back tough end-of-year exams.

Mr Gove will scrap the retaking of “modules” and introduce his new system from September 2015, with the first of the new O-level exams taking place in 2017.

The decision has been made and teachers will be asked, belatedly, how best to implement the Government’s plans. Unveiling the EBacc, Mr Gove said: “These reforms are radical – so we will consult widely.” Say no more.

There are two very different approaches on the table but unlike in England, reaction in Wales – from politicians, trade unions and frontline teaching staff – has been overwhelmingly positive.

There has been a startling show of support for the review and its recommendations yet the devil inside questions how much of that support is down to a genuine desire for change – and how much is it merely a rejection of what’s happening across the border?

Not withstanding its inclusivity, the make-up of the Welsh review board is interesting. Given its designs to be world-class, membership was for the most part limited to names “made-in-Wales”.

Familiar faces included: Nick Bennett, principal of Gower College Swansea; Professor John Hughes, Bangor University vice-chancellor; and Arwyn Watkins, chief executive of the National Training Federation for Wales.

Mr Evans himself has a long history in Welsh education and was principal of what is now Coleg Llandrillo Cymru for more than two decades.

I’m not suggesting we want a big noise in England deciding what is right for Wales, but the critical eye of a recognised “outsider” might have been useful.

True, those with most experience of life in Wales and its education system are best suited to decide what is best for Welsh children. But outside influence could have given the report’s findings yet more credence.

Coincidentally, a review that claims to be completely independent is not with four “Welsh Government board members” including the now head of qualifications, Kate Crabtree.

Speaking this week at an education conference in Cardiff, Mr Evans said his panel had scoured the globe in pursuit of greatness.

The University of Warwick was commissioned to look at qualifications systems across the world and it considered structures employed in Australia and New Zealand.

Board members left no stone unturned and visited Denmark and Scotland to see for themselves examples of overarching qualifications frameworks in action.

Mr Evans added that the report’s raft of proposals should be implemented in full or it risks “weakening the overall package”.

He said “cherry picking” certain recommendations over others would detract from what the review was designed to achieve.

So imagine the sector’s surprise when Education Minister Leighton Andrews announced – just a week after the report’s publication and a month ahead of schedule – the creation of “Qualifications Wales”.

A new arm’s-length body, it will award and regulate all qualifications aside from degrees, with far-reaching implications.

As well as removing regulatory duties from the Welsh Government, it calls into doubt the future of Cardiff-based exam board WJEC.

Part-owned by each of Wales’ 22 local authorities, WJEC provides about 80% of GCSE and 70% of the nation’s A-level entries.

The decision to introduce Qualifications Wales – one of the report’s highlights – is no great quandary, but the minister’s timing was. You’ll have to wait until January for the Government’s response to the other 41 recommendations and by jumping the gun, Mr Andrews set the rumour mill into overdrive.

There are two possibilities, both with credence. One – ditching exam regulation from his long list of responsibilities will be a weight of the minister’s shoulders given the unfortunate GCSE grading fiasco. And on that basis, the sooner he is rid, the better.

Two – the overarching Qualifications Wales is a natural place to set the ball rolling. Logistically, exam reform needs a vehicle from which to operate.

Ensuring confidence in our exams system will be key moving forward and with so much cross-border flow, portability of qualifications is essential.

The more pressing concern is implementation, and how the Welsh Government plots the new qualifications scene in practice.

Figures obtained using the Freedom of Information (FOI) Act reveal there are 37 people employed in the Welsh Government’s Qualifications and Learning Division.

Sounds a lot, but when you consider the department played more than a passing role in this year’s GCSE grade war, it might not be enough.

It is a badly-kept secret that Mr Andrews was not overly enamoured by the Welsh Department for Education on his arrival there in December 2009.

And with the appointment of a new director general – the sixth promoted to the post in seven years – imminent, the good ship education is by no means stable.

Suffice to say, a planned shake-up of qualifications is the biggest proposition facing education in Wales. There is everything at stake – get it wrong and a generation of young people are consigned to the dole queue.

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